Training Station Orientation
Practicum in Commercial Photography
Lesson Plan
Lesson
Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her
workplace.
Specific Objectives
 Students will learn or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will build a multimedia presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Lesson Plan
Lesson
Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Commercial Photography
130.92(c)
(2) The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations; and
(E) apply active listening skills to obtain and clarify information.
(4) The student is expected to use personal information management, email, Internet, writing
and publishing, presentation, and spreadsheet or database applications for commercial
photography projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations in a photography
studio and lab; and
(B) follow emergency procedures.
(9) The student develops employability characteristics. The student is expected to:
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(B) demonstrate positive work behaviors and personal qualities needed to be
employable; and
(E) demonstrate skills in evaluating and comparing employment opportunities.
(10) The student is expected to employ planning and time management skills to complete
work tasks, such as creating quotes and budgeting. The student is expected to:
(A) employ planning and time management skills to complete work tasks; and
(B) demonstrate skills in budgeting and creating quotes for freelance or contract
projects.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study.
The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or
employee handbooks.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified
to accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner (to scan pictures or materials brought to class)
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Outline
MI
OUTLINE
NOTES TO TEACHER
Assignment Outline:
I.
Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II.
Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3, 2, 1
IV.
Layout format must be followed
***Handout the Portfolio Guidelines (p. 193)
Copy the instructions and grading
rubric and make into a packet.
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they have ever
wanted to work at a place where
they shopped. Have them give
reasons why they wanted to work
there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students can
set it up while working on the
Training Station Orientation
project.
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student
will follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
Employer Project
 Students will work at their own pace to complete this activity.
 All work (except for employer interviews) is to be done in class, so the teacher can check for
understanding.
 Students will conduct interviews with various employers.
 Students will ask employers work-related questions.
 The students will imagine what they would do in given situations.
 Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete the project on time.
 Students should be prepared to present their projects to the class.
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Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and coworkers. If you have an employee training manual, you may use it as a source. You may have to get
some information from your company’s website.
In addition to the packet, you must include a minimum of 12 digital photos in your presentation. You
may bring the pictures to class on a flash drive, a memory card or CD to import into your project.
All information will be compiled to prepare a multimedia presentation, which will be shown to the
class when you present your project.
You will be graded on:
Completion of the packet
Multimedia presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor plan
Policies and procedures
History of the company
Supervisor’s (or owner’s) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
Three things you like about the training station
Two things you would change
One thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words (typed and turned in separately), state what your first day on the
job was like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling client’s files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs/careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
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Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during guided practice and independent practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
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Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name: ___________________________ Teacher: ___________________________
ID#: _____________________________ Date of Presentation:_________________
Criteria
Points
0-5
6-10
11-15
16-20
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in logical
sequence, which the
audience can follow.
Student presents
information in a
logical, interesting
sequence, which the
audience can follow.
Content Knowledge
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals
Student used no
visuals.
Student occasionally
used visuals that
rarely support text
and presentation.
Visuals related to
text and
presentation.
Student used visuals
to reinforce screen
text and
presentation.
Mechanics
Student’s
presentation had
four or more spelling
errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings and/or
grammatical errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of the
class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total:
Teacher Comments:
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